H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3R3.h Comprehension: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): The students will be able to identify the 5 food groups. Essential Question: How will my ability to identify the 5 food groups impact my eating?
ACTION
Before-Class Preparation:
Separate the pretend foods and put them into buckets for the groups.
Using the poster maker, make a copy of the food pyramid.
Set up the netbooks
Have handy the log in information for Twiducate
During Class
Time
Instructional Activities
Materials and Resources
15 minutes
40 minutes
10 minutes
Start the lesson by putting the students in their project groups. Each group will receive a variety of pretend play foods and sticky notes. Ask the students to categorize the foods any way that they like, but they must label each category with a sticky note.
Introduce the USDA Food Plate/Pyramid to the students and have them compare their categories with the USDA.
Give the students an empty plate that is divided into 5 groups. Each section of the plate represents one of the five food groups. The students will use materials in the class, designated search engines and websites to label the different food groups found on the plate. Next, have the students identify items associated with the different food groups and add that to the plate.
Before students begin the assignment discuss internet safety.
Close the lesson by having the students to log in to Twiducate and Tweet the information found about the 5 food groups.
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Can use kidspiration to complete assignment
Hard copies of the materials including Wiki pages, and a transcript of the video will be given out
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: A poster of the food pyramid will be available in the classroom. There will be hard copies of the information that is found on the web.
EVALUATION
Lesson Reflection and Notes Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will be able to survey a group of students, analyze data collected, and display the information using the appropriate graph.
ACTION
Before-Class Preparation:
Prepare the Smartboard presentation on collecting data and displaying the information.
Make sure that Excel is working properly
Provide other third grade classes with the time and day students will come in the administer the survey
Time
Instructional Activities
Materials and Resources
10 minutes
40 minutes
10 minutes
50 minutes
Allow the students to add any new information to their KWHL charts
Using a Smartboard presentation, go over with the students how to collect data and display it using Microsoft Excel.
Review the expectations and rubrics of the project (the commercial).
Students will move into their groups. Using the designated websites students should answer the following questions:
What does a balanced diet consist of?
How can you use your food pyramid to help you plan meals?
Why is a food pyramid important?
Students should decide on the questions for the survey that deal with eating habits.
Close the lesson by having the students post their 3-5 questions for the survey onto http://linoit.com
Day 3 Review internet safety.
Review what we have learned thus far about eating healthy and how this relates to the food groups. Assist students with questions if needed.
Send student to the other third grade classes to complete their survey.
The students will bring the data back to their group members and begin organizing and a creating graph to display the results.
Students will use Excel to construct the graphs.
In their groups the students should discuss how the data will help with their final presentation.
Students will start to think about how this information will be incorporated into their final project.
Close the lesson by having the students post to Twiducate some of the data from their survey.
Smartboard presentation Graph paper Website for closing :http://linoit.com
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Can use kidspiration to complete assignment
Hard copies of the materials including Wiki pages, and a transcript of the video will be given out
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: Graphing paper will be available. Hard copies of the Smartboard lesson will be available or teach the math concepts using an anchor chart. Print the information from the websites and make copies for in class use. If http://linoit.com is not working students can use sticky notes and post their 3-5 questions on chart paper.
EVALUATION
Lesson Reflection and Notes Make sure to read over questions submitted to linoit.com prior the next class. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
H35a: The learner will use the decision-making process when making health-related choices.
H32a: The learner will describe how the family influences personal health practices.
H33a: The learner will identify local resources from home, school, and community that provide valid health information. M3N2: Use mental math and estimation strategies to add and subtract M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will plan a healthy meal for their family with a forty dollar budget. Essential Question:How can I use the Food Guide Pyramid to choose foods for a balanced dinner menu?
ACTION
Before-Class Preparation:
Bring in multiple copies of grocery store circulars
*
During Class
Time
Instructional Activities
Materials and Resources
10 minutes
35 minutes
Start the lesson by asking the students if they think that it is possible to prepare a healthy dinner for their family with a S40.00 budget. Tell the students; today they will use grocery store circulars and given a budget of 40.00 to plan a healthy meal for their family. Have the students to cut out the items they chose for the meal and paste them on the construction paper. After the meal has been pasted on the construction paper the students need to label the different foods according to their food groups. Next, students will work individually to research :
How many portions should be eaten from each food group?
How to plan a healthy meal.
What is considered a balance diet?
Review Internet safety Close the lesson by having the students to record any new information on their KWHL charts.
Grocery store sales circulars Construction paper Glue Scissors calculators Netbook laptops KWHL charts
MONITOR
Ongoing Assessment(s): Informal: Class participation Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
Accommodations and Extensions:
The needs of special education students will be addressed based on the specifics named in their IEP.
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Can use the internet to pull multiple grocery circulars. They may also construct their project in Powerpoint.
Hard copies of the materials
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Calculators will be provided
Back-up Plan Paper grocery store circulars are being used.
EVALUATION
Lesson Reflection and Notes Make sure that students labeled their food group correctly. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan B
Lesson Title: Persuasive Writing ( Day 5)
Related Lesson: Healthy Choices
Grade Level: 3rd
Unit: Making Healthy Choices for a Health y Life
GOALS
Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): The students will learn how to identify and create their own point of view in persuasive piece writing. Essential Question: What is persuasive writing and how do I use point of view in persuasive writing?.
ACTION
Before-Class Preparation:
Scan a copy of the letter to Mr. Pesapane from the good Reader Greater Habits Edition
Start the lesson by asking the students if they feel they should have more time to eat lunch. Ask the students to tell why or why not they should have an extended lunch period. Read to the students a letter written to Mr. Pesapane, asking for an extended lunch period. The teacher will ask the students to identify the writer’s point of view. The teacher will ask the following questions:
Did the writer state a clear main idea or make his/her purpose clear?
Did the writer use specific reasons to defend their position?
Did the writer speak directly to the reader?
Explain to the students that this is a letter is an example of Persuasive writing. Inform student what persuasive writing is.
Create an anchor chart of items used and how the items are used to persuade is in our day to day living (For example sales papers to buy products). Students should begin to think about the position they will take for their commercial. Review internet safety. Have the students use the internet to explore how to write a persuasiv
e ad or commercial. Students should also view the following link on story boards http://www.sotherden.com/video101/storyboard.htm Review the components on the Rubric for the commercial. Provide students with storyboard layouts
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Hard copies of the materials
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Lesson Reflection and Notes Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing
Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
ELA3R3.h Comprehension: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
Essential Question: How will my ability to identify the 5 food groups impact my eating?
40 minutes
10 minutes
Pretend foods
USDA picture of the food groups http://teamnutrition.usda.gov/Resources/mpk_poster.pdf
Twiducate
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
A poster of the food pyramid will be available in the classroom. There will be hard copies of the information that is found on the web.
Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan B
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
ELA3R3.h Comprehension: Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
M3D2 Data Analysis: Tables and Graphs/Most Appropriate Students will collect, organize, and display data using the most appropriate graph.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
40 minutes
10 minutes
50 minutes
- Students should decide on the questions for the survey that deal with eating habits.
- Close the lesson by having the students post their 3-5 questions for the survey onto http://linoit.com
Day 3Review internet safety.
Graph paper
Website for closing :http://linoit.com
Websites to answer questions:
http://www.bam.gov/sub_foodnutrition/index.html
http://kidshealth.org/kid/stay_healthy/food/fitness_nutrition_center.html
http://www.choosemyplate.gov/espanol.html
Survey questions
Clipboards
Twiducate.com for closing
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
Graphing paper will be available.
Hard copies of the Smartboard lesson will be available or teach the math concepts using an anchor chart.
Print the information from the websites and make copies for in class use.
If http://linoit.com is not working students can use sticky notes and post their 3-5 questions on chart paper.
Make sure to read over questions submitted to linoit.com prior the next class. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan B
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
H32a: The learner will describe how the family influences personal health practices.
H33a: The learner will identify local resources from home, school, and community that provide valid health information.
M3N2: Use mental math and estimation strategies to add and subtract
M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
Essential Question:How can I use the Food Guide Pyramid to choose foods for a balanced dinner menu?
- Bring in multiple copies of grocery store circulars
*35 minutes
Tell the students; today they will use grocery store circulars and given a budget of 40.00 to plan a healthy meal for their family. Have the students to cut out the items they chose for the meal and paste them on the construction paper. After the meal has been pasted on the construction paper the students need to label the different foods according to their food groups.
Next, students will work individually to research :
- How many portions should be eaten from each food group?
- How to plan a healthy meal.
- What is considered a balance diet?
Review Internet safetyClose the lesson by having the students to record any new information on their KWHL charts.
Construction paper
Glue
Scissors
calculators
Netbook laptops
KWHL charts
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
Paper grocery store circulars are being used.
Make sure that students labeled their food group correctly. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan B
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
Essential Question: What is persuasive writing and how do I use point of view in persuasive writing?.
30 minutes
- Did the writer state a clear main idea or make his/her purpose clear?
- Did the writer use specific reasons to defend their position?
- Did the writer speak directly to the reader?
Explain to the students that this is a letter is an example of Persuasive writing. Inform student what persuasive writing is.Create an anchor chart of items used and how the items are used to persuade is in our day to day living (For example sales papers to buy products).
Students should begin to think about the position they will take for their commercial.
Review internet safety.
Have the students use the internet to explore how to write a persuasiv
Students should also view the following link on story boards http://www.sotherden.com/video101/storyboard.htm
Review the components on the Rubric for the commercial.
Provide students with storyboard layouts
Chart paper
Story board layouts
http://www.sotherden.com/video101/storyboard.htm( instructions)
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.